the mgc high goals
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The MGC HIGH in Curricular Engagement will both:
a) expand and deepen service-learning and
related academic initiatives and scholarship
b) establish a national leader in the field. That will cultivate curricular
engagement as an area of distinctive focus for MGC HIGH (at both
the undergraduate and graduate levels, for both students and faculty,
and in communities from local to international). It will help to fulfill
the emerging institutional vision of MGC HIGH as “the cutting edge
science technology university that engages students in the world now.”
The proposed Center will be:
· integral to the academic mission of the university
· led by experienced faculty/staff and students
· housed in the Office of the Provost and integrated in work with:
(a) Extension, Engagement, and Economic Development,
(b) the Division of Student Affairs and
· charged to build the capacity of the school community to integrate
teaching, learning, and scholarship with engagement through service-
learning and related academic initiatives
· positioned at the leading edge of state, national, and international
efforts to advance civically-engaged teaching, learning, and
scholarship
And it will have the capacity to:
· take strong models of curricular engagement to scale on this
campus, such that students and faculty from all disciplines would
have multiple opportunities for participation, leadership, and
scholarship
· leverage campus and state/national collaborations so that each
benefits the other
· establish and maintain long-term, sustainable, mutually-
transformative partnerships across campus and
between campus and community
· expand into new, relevant programming arenas (such as Research
Service-Learning)
· connect systematically with related comprehensive initiatives on
campus (such as Inquiry-Guided Learning, General Education,
graduate education, international education, assessment, distance
learning, LITRE, Undergraduate Research, and engagement)
· collaborate with faculty/staff, students, community members, and
programs engaged in related forms of experiential, community-based
teaching, learning, and scholarship, thereby helping to strengthen
such efforts and generating new models for effective curricular
engagement across a range of venues (e.g.,internships,
undergraduate research, honors/scholars programs, living/learning
communities, etc.)
· garner substantial external funding in supportof the teaching, learning, and scholarship activities associated with curricular engagement.
CORE VALUES
MGC HIGH Makers embody the following core values:
Integrity—Wave-Makers are honest and ethical in their words and
actions.
Resilience—Through hard work and perseverance, Wave-Makers do
not let anything get in the way of their success.
Self-Determination—Wave-Makers are agents of change with the
power to define themselves and control their destiny.
Investment in the Future—Wave-Makers show commitment and
dedication to their long-term goals by being reflective and acting with
foresight.
Scholarship—Wave-Makers are life-long learners who aspire to – and
achieve – academic excellence.
Critical Consciousness—Wave-Makers use their intellect and critical
thinking skills to make healthy choices and to effect positive changes
in their lives.
Responsibility—Wave-Makers are accountable for their decisions and
actions and their impact on self and community.
Dignity and Respect—Wave-Makers respect themselves and others
and honor their heritage. They believe each person is valuable.
Community—Wave-Makers practice what it takes to recycle their
successes by helping others. They readily share their talents and are
supportive of each other.
Justice—Wave-Making requires active participation in the ongoing
struggle for social equality.
Peace—Wave-Makers resolve conflicts with compassion and help
others do the same.
A. Introduction
As a research-extensive university in the land-grant
tradition, MGC HIGH has a unique mission to support
the learning, well-being, and quality of life of the
citizens of Philippines. The Commission on the Future of
the Philippine Education articulated the 21st century
goal of becoming “one of the nation’s best universities
by
integrating teaching, research, and service in order to
better serve the citizens and communities of the
Philippines.
.” A systematic, comprehensive approach to curricular
engagement can contribute in innovative and powerful
ways toward this vision.
Many service-learning programs across the country are conceptually
and organizationally defined as components of multi-focused
initiatives—housed alongside, for example, community service,
leadership education, and/or community-based work study. Several
units on this campus are engaged in work that is similar to, overlaps,
or is connected with service-learning, thus raising the question of the
envisioned Center’s niche and scope. It is extremely important that the
Center have strong connections with related units across the entire
campus and that it function as a capacity-building unit in support of
the full range of activities related to curricular engagement. A narrow
focus on service-learning per se would limit the unit’s ability to
collaborate with and facilitate the work of related initiatives, which
may have elements in common with service-learning but may not
closely identify with the language of
“service-learning.” An all-encompassing focus on civic
engagement in general would duplicate or intrude upon the work of
related units and would not effectively capitalize on the particular
strengths and emerging national reputation of the Center’s precursor,
the Service-Learning Program.
Proposal Development Process
This Proposal in academic as part of the transition
of the Service-Learning Program from within the Faculty
Center for
Teaching and Learning (“Envisioning the Future of
Service-Learning”) drew on previous thinking regarding
service-learning on this campus, updated it with new
insights and priorities, and extended it with input from
select individuals on and off campus (including
students, faculty, administrators, representatives from
related programs on campus, national engagement
scholars.
Scope, housing, and primary goals of the
envisioned Center
This Proposal for MGC HIGH is positioned in the
context of a continuum of possibilities regarding the
scope of the unit, ranging from a narrowly-defined
emphasis on service-learning to a broadly-defined, all-
encompassing emphasis on civic engagement in
general. The title of the Center has been carefully
selected to represent the unit’s optimal scope between
these two extremes, as it came to be conceptualized
through the campus-wide visioning process. MGC HIGH
will be unique: focusing solely—and substantially—on
curricular engagement (service-learning and associated
academic initiatives and scholarship) in the context of a research
extensive, land-grant institution. The establishment and growth of
MGC HIGH are of paramount importance in our efforts to achieve the
goal of becoming the nation’s premiere engaged land-grant institution.
It has been said that teaching and learning must be at the center of the
engaged suggesting that curricular engagement is
central to enacting our commitment to engagement. Our students have
articulated their own sense of the importance of this work in various
ways, including at the Symposium on the
Engaged Campus.
“We have to keep striving, not only towards fulfilling the hope that all
students will become active citizens, but the intention that they will be
active citizens: that they will be engaged while they are here on our
campus, that they will be committed to changing their own lives and
the lives of those around them, both now and in the future.”
As a matter of practice, the curriculum in the Philippines
is revised every ten years, but the rapid rate of change
in education and the fast obsolescence of knowledge
necessitate a continual revisiting and updating of the
curriculum to make it
responsive to emerging changes in the needs of the
learner and the society. Thus, the refinement of the
curriculum remains to be a work in progress.
Aside from the issue of relevance, the refinement of the
secondary education curriculum was guided by the
need, as articulated in the Education for All Plan 2015,
to streamline its content in order to improve student
mastery and contribute to the attainment of functional
literacy. This became a primary consideration in the
design of the curriculum and the formulation of
standards and the essential understandings from which
the content of the curriculum was derived.
Initial feedback from the teachers has been useful in
further improving the design of the curriculum. What
has evolved from the try-out is a core curriculum that
builds on and retains the principles of the 2002 BEC
(constructivism, integrative teaching) and integrates
the richness of the special curricular programs
(Arts, Sports, Engineering and Science Education
Program, Journalism, Technical-Vocational Program, and
Foreign Language). The latter shall be offered in schools
as special interest areas which children can pursue
among many other career options in livelihood
education.
B. Legal Bases
The 2010 Secondary Education Curriculum is created in
accordance with the following legal bases:
1.Batas Pambansa Bilang 232 (Education Act of
1982). This act provides for the establishment and
maintenance of an integrated system of education.
“The educational system aim to provide for a broad
general education that will assist each individuals in the
peculiar ecology of his own society, to
(a) attain his potentials as a human being;
(b) enhance the range and quality of individual and
group participation in the basic functions of society; and
(c) acquire the essential educational foundation of his
development into a productive and versatile citizen
(Sec.4 Par. 1).”
2.The 1987 Constitution. It provides the basic state
policies on education, both formal and non-formal.
“The State shall protect and promote the right of all
citizens to quality education at all levels and shall take
appropriate steps to make such education accessible to
all
(Article XIV, Section 1).” “The State shall establish,
maintain, and support a complete, adequate and
integrated system of education relevant to the needs of
the people and society
(Article XIV, Section 2 (1)) “The State shall encourage
non-formal, informal, and indigenous learning systems,
as well as self-learning, independent, and out-of-school
study programs particularly those that respond to
community needs
(Article XIV, Section 2 (4)). “The school shall inculcate
patriotism and nationalism, foster love of humanity,
respect for human rights, appreciation of the role of
national heroes in the historical development of the
country, teach the rights and duties of citizenship,
strengthen ethical and spiritual values, develop moral
character and personal discipline, encourage critical
and creative thinking, broaden scientific and
technological knowledge, and promote vocational
efficiency
(Article XIV, Section 3 (2)).” 3.Republic Act Number
9155 (The Governance of Basic Education Act of 2001).
It provides the general goal of basic education is to
develop the Filipino learners by providing them basic
competencies in literacy and
numeracy, critical thinking and learning skills, and
desirable values to become caring, self-reliant,
productive, socially aware, patriotic and responsible
citizens.
C. Curriculum Content
The 2010 Secondary Education Curriculum still
patterned the content of the curriculum to the 2002
Restructured Basic Education Curriculum. It still
includes the five major learning areas:
1.English
2.Filipino
3.Science
4.Mathematics
5.Makabayan
a.Araling Panlipunan
b.Technology and Livelihood Education
c.Music, Arts, Physical Education and Health
d.Edukasyon sa Pagpapahalaga
The Values Education (VE) is integrated throughout the
different learning areas.
D. Mathematics Curriculum Framework
The goal of basic education is functional literacy for all.
In line with this goal, the learner in Mathematics should
demonstrate the following core competencies: problem
solving, communicating mathematically, reasoning
mathematically and making connections and
representations.
The macro skills critical to these four competencies are
computational skills and comprehension, application to
real life, creative and critical thinking and visual
imagery.
These competencies and skills are expected to be
developed using approaches such as practical
work/outdoor activities, mathematical
investigations/games and puzzles, and the use of ICT
and integration with other disciplines. Values inherent in
Mathematics such as accuracy, patience, honesty,
objectivity, creativity and hard work are developed
integratively in the teaching-learning process. The
theories underpinning these approaches are
Experiential Learning of David Kolb, Constructivism and
Cooperative Learning.
E. General Standards in Mathematics
Program Standard: The learner demonstrates
understanding of key concepts and principles of
mathematics as applied in problem solving,
communicating, reasoning, making connections,
representations, and decisions in real life.
First Year. The learner demonstrates understanding of
key concepts and principles of number and number
sense as applied to measuring, estimating, graphing,
solving equations and inequalities, communicating
mathematically and solving problems in real life.
Second Year. The learner demonstrates understanding
of key concepts and principles of number sense and
patterns in solving equations, generalizing
relationships and solving problems in real life.
Third Year. The learner demonstrates understanding
of key concepts and principles of number sense, shapes
and sizes and their applications to solving real life
problems involving geometric relationships.
Fourth Year. The learner demonstrates understanding
of key concepts and principles of number sense,
patterns and functions, data analysis and uses them in
solving problems in real life.
F. Competencies in Math
The following are the topics to be covered for
Mathematics under this curriculum:
First Year:
Real Number System Measurements Scientific Notation Algebraic Expressions First Degree Equations and Inequalities in One Variable Rational Algebraic Expressions Linear Equations and Inequalities in Two Variables Systems of Linear Equations and Inequalities in Two
Variables
Second Year:
Special Products and Factors Quadratic Equations Equations Involving Rational Expressions Expressions With Rational Exponents Radical Expressions and Equations Variations Sequences and Series
Third Year:
Geometry of Shape and Size Geometric Relations Writing Proofs Perpendicular Lines and Parallel Lines Triangle Congruence Inequalities in a Triangle Quadrilaterals Similarity Circles Plane Coordinate Geometry
Fourth Year:
Relations and Functions Linear Functions Quadratic Functions Polynomial Functions Exponential and Logarithmic Functions Circular Functions Trigonometric Identities and Equations Counting Techniques and Probability Measures of Central Tendency and Variability
G. Strategies and Techniques
The refinement of the curriculum followed the
Understanding by Design (UbD) model developed by Jay
McTighe and Grant Wiggins.
The Secondary Education Curriculum is composed of
three stages:
Stage 1: Results/Desired Outcomes, which define what
students should be able to know and do at the end of
the program, course, or unit of study; generally
expressed in terms of overall goals, and specifically
defined in terms of content and performance standards.
Content standards, which specify the essential
knowledge (includes the most important and enduring
ideas, issues, principles and concepts from the
disciplines), skills and habits of mind that should be
taught and learned. They answer the question, “What
should students know and be able to do?”
Performance standards, which express the degree or
quality of proficiency that students are expected to
demonstrate in relation to the content standards. They
answer the question, “How well must students do their
work?” or “At what level of performance would the
student be appropriately qualified or certified?”
Essential Understandings, which are the big and
enduring ideas at the heart of the discipline and which
we want the children to remember even long after they
leave school.
Essential Questions, which are open-ended,
provocative questions that spark thinking and further
inquiry into the essential meanings and understandings.
Curriculum Objectives, which are expressed in terms
of knowledge and skills that teachers can use as guide
in formulating their own classroom objectives.
Stage 2: Assessment, which defines acceptable
evidence of student’s attainment of desired results;
determines authentic performance tasks that the
student is expected to do to demonstrate the desired
understandings; and defines the criteria against which
the student’s performances or products shall be judged.
Products and Performances, which are the evidence of
students’ learning and a demonstration of their
conceptual understanding, and content and skill
acquisition.
Stage 3: Learning Plan, which details the instructional
activities that students will go through to attain the
standards.
Instructional Activities, which are aligned with the
standards and are designed to promote attainment of
desired results.
H. The Features of 2010 Secondary Education
Curriculum
The 2010 Secondary Education Curriculum has the
following strengths/ advantages:
1. It focuses on essential understandings.
2. It sets high expectations (standards-based)
expressed in terms of what students should know
and the quality of the skills that they are expected to
demonstrate as evidence of learning.
3. It is rich and challenging as it provides a
personalized approach to developing the students’
multiple intelligences.
4. It develops readiness and passion for work and
lifelong learning
What is being envisaged is that the core curriculum
shall be implemented with special curricular programs:
special program in the arts (SPA), special program in
sports (SPS), special program in journalism (SPJ), special
program in foreign language,
special science/math (S&T), technical-vocational
program (tech-voc) being offered on the side, to
develop the students’ multiple intelligences.
I. Conclusion
“Nothing is constant except CHANGE.” As long as we
continue to live, we must be able to adapt and respond
to the ever dynamic changes in this world. Our
education system, as one of the integral part of our
survival, is never exempted. Educators and curriculum
developers must always consider newest trends and
news, and always put into primary consideration the
ever increasing needs and demands of the students.
High School Curriculum / Subject List Subject Description Minutes First Year Filipino 1 Wika, Ibong Adarna 40 Araling Panlipunan 1 Kasaysayan ng Pilipinas at
Pamahalaan40
Religion/Values Education 1
. 40
Technology & Home Economics 1
Home Economics & General Shop 80
Science & Technology 1 Physical & Biological Science 80 Mathematics 1 Introduction to Algebra,
Geometry, Statistics & Business Math
60
PEHM 1 PE, Health & Music 40 English 1 Grammar & Composition, Phil.
Literature80
Homeroom
. Total 460
Second Year Filipino 2 Wika, Florante at Laura 40 Araling Panlipunan 2 Kasaysayan ng Asya 40 Religion/Values Education 2
40
Technology & Home Economics 2
Home Economics & General Shop 80
Science & Technology 2 Biology & Technology 80 Mathematics 2 Elementary Algebra, Geometry & 60
Statistics PEHM 2 PE, Health & Music 40 English 2 Grammar & Composition, Afro-
Asian Literature80
Homeroom
Total 460
Third Year
Filipino 3 Wika, Noli Me Tangere 40 Araling Panlipunan 3 Economics 40 Religion/Values Education 3
40
Technology & Home Economics 3
Digital Electronics, Computer Software / Application & Practical Electriity
80
Science & Technology 3 Chemistry & Technology 80 Mathematics 3 Advance Algebra, Geometry &
Statistics60
PEHM 3 PE, Health & Music 40 English 3 Grammar & Composition,
American80
Homeroom Elective – Trigonometry
. Total 460
Fourth Year Filipino 4 Wika, EL Filibusterismo 40 Araling Panlipunan 4 World Historty 40 Religion/Values Education 4
40
Technology & Home Economics 4
Basic Programming & Computer Accounting
80
Science & Technology 4 Physics 80
Mathematics 4 Advance Algebra, Trigo & Statistics
60
Mathematics 4 Analytic Geometry & Intro to Calculus
40
PEHM 4 / CAT PE, Health & Music 40 English 4 Grammar & Composition,
American60
Homeroom
. Total 480
ENGLISH OFFERINGS
English 1 - Grammar & Composition, Phil. Literature
This course is the first of a four-series program
designed to develop and enhance the communication
ability in English of high school students. This covers
the basics of English, the parts of speech and their
effective use in sentences towards fluency, appropriacy,
acceptability and accuracy of both oral and written
communication.
English 2 - Grammar & Composition, Afro-Asian
Literature
This comes in four units: Unit One, on preparing to
learn; Unit Two, on towards fluency; Unit Three on
towards appropriacy and acceptability; and Unit Four,
on towards accuracy. Preparing to learn is a unit
anchored on the theme of valuing our past through
readings giving values of the past and on self-
conditioning lessons focused or commitment of oneself
to learning through habitual studying, listening, and
reading and
making use of the radio, television and movies in
learning. Added is a review of past lessons on sentence
recognition, subject, predicate, basic patterns and
meaning; agreement of subject and verb, verb forms
and tenses , and parts of speech.Towards fluency is a
unit anchored on the theme of coping with the present
through readings giving insights on possible problems in
life and on pronunciation, spelling and vocabulary
lessons.
Towards appropriacy and acceptability is a unit
anchored on the spirit of brotherhood and peace carried
out through readings, reflective of the said spirit and
through exercises on intonation, denotation,
connotation, in letter writing, introducing and
interviewing people, and telephone
conversation .Towards accuracy is a unit that works on
instilling in the student’s consciousness to work for a
better future through readings that give lessons on
speaking and writing effective phrases, clauses,
sentences and paragraphs.
English 3 - Grammar & Composition, Afro-Asian
Literature
This presents lessons preparatory to the students
learning tasks like those on learning and acquiring
fluency, appropriacy, acceptability and accuracy in
English communication. The preparatory lessons are a
number of essays motivating the students to realize the
meaning and importance of studying and coping with
crises in life. Also included are preparatory lessons on
appreciating and understanding poems, short stories
and dramas for its literal and symbolic meanings that
can be of good lessons in life.
The lessons on the learning and acquiring of fluency are
centered on poetry, covering oral reading of, reporting
on, and discussing selected poems and stories. Learning
and acquiring of accuracy are about sentence
expansion, transformation, reporting and writing.
English 4 - World Literature, Grammar & Speech
1. Preparing to Learn prepares the student for his study
tasks by giving lessons on the use of punctuations, on
the mechanics of writing, on outlining, and on preparing
a research paper.
2. Towards appropriacy and acceptability is geared
towards oral and written argumentation.
3. Towards Accuracy gives lessons on effective
expository writing.
SCIENCE AND TECHNOLOGY OFFERINGS
Science and Technology 1 - General Science
Science and Technology I (General Science) studies the
principles of Chemistry, Physics and Biological as well
as the Earth Sciences.
It serves to provide all freshman students with a
beginning knowledge of the physical and biological
sciences and to offer some insights on how scientific
knowledge is acquired. The course starts with an
introduction of the scientific method followed by a
discussion and manipulation of simple laboratory
apparatuses and its operations. The chemical aspects of
matter is discussed lengthily which makes an ideal
starting point for the study of Science. An introduction
to Physics is discussed in the succeeding topics with
special emphasis on the concept of motion, force,
energy and work. A basic knowledge of the relationship
of man with his physical environment is discussed in the
last units.
The learning units and activities presented allow
students to understand what Science is through actual
experiments and other related experiences, thus
developing a respect for teamwork and the dignity of
manual work.
Highlighted in the course are the technological
applications of science at home and in the community.
The value formation is acquired through the integration
of values in the Science lessons as well as through the
use of modules.
Science and Technology 2 – Biology
The course is designed to develop in each student an
interest in biological science by learning about living
organisms and how they can apply this knowledge to
common life situations. The course also describes
technological developments, exposing students to new
and exciting discoveries that have made ways of doing
things better and more efficient. The content is updated
and focuses on biological issues like environmental
science, genetics and technological innovations. It also
deals with impact of biotechnology in the students’
lives.
Science and Technology 3 - Chemistry
This is a two unit subject that makes use of the
descriptive and experiential approach of instruction
through lectures-discussion, research, projects,
experimentation, trips. The course offers opportunities
for students to develop skills in qualifying and
quantifying data, performing and designing simple
experiments and explaining scientific concepts. More
important, students develop analytical and critical
thinking in everyday life.
The Chemistry subject includes, kinetic-molecular
theory and the three states of matter; atomic structure
and the periodic table; chemical formulas and
equations; the nature of chemical reactions including
acid-base reactions, oxidation-reduction reactions and
ionic reactions; energy changes accompanying
chemical reactions, chemical equilibria and reaction
rates;
solution phenomena; electro-chemistry, nuclear
chemistry and radioactivity; physical and chemical
properties of more familiar metals, transition elements
and non-metals and of their more familiar compounds;
and, carbon and its compounds.
Science and Technology 4 - Physics
Since Physics is the science of energy, the course
covers the different forms of energy; Mechanical Energy
under Mechanics, Heat or Thermal Energy, Light Energy
and Sound, Electrical Energy and Nuclear Energy.
MATHEMATICS OFFERINGS
Mathematics I - Algebra, Geometry and Consumer
Math
Mathematics II - Algebra, Geometry and Statistics
Mathematics III - Advance Algebra, Geometry and
Statistics
Mathematics IV - Advance Algebra, Statistics and
Trigonometry
Math Elective - Analytic Geometry & Introduction to
Calculus
The school prepares the students for engineering,
computer and technical courses hence the department
offers math subjects for one hour daily. Our math
subjects expose the students to three different skills:
the conceptual skill, computation, and application skills.
They are provided with varied problem solving activities
to develop their analytical and critical thinking.
Enrichment lessons are also provided especially in
higher Math subjects. The degree of difficulty of the
lesson varies as one goes from one level to another.
TECHNOLOGY AND HOME ECONOMICS OFFERINGS
Technology and Home Economics 1 - Home
Economics and General Shop
The primary aim of this course is to equip the students
with basic knowledge and skills, proper attitudes, and
values towards work. Thus, the aim of this course is not
to train the students for immediate employment but
prepare him for work thus much effort is place on the
practical aspects such as making projects emphasizing
ways to economize on materials, time, and effort.
Technology and Home Economics is intended to provide
classroom and laboratory experiences that will enable
the students to gain understanding of and acquire
competencies in various economic activities as they
relate to Home Economics, Agricultural Arts, and
Industrial Arts. Home Economics covers Food Planning
and Preparation and Baking Level I. Agricultural Arts
deals with Backyard Gardening while Industrial Arts
includes Basic Electricity and Drafting.
Technology and Home Economics 2 - Home
Economics and General Shop
Home Economics covers food and nutrition and culinary
arts. Agricultural Arts deals with animal production.
Industrial Arts includes woodworking electronics and
metal works.
Technology and Home Economics 3 - Digital
Electronics, Computer Software Application & Practical
Electricity
This course includes an overview of the computer
information systems. It introduces the background of
the computer hardware, software procedures and
systems, human resources and their application in
various segments of the community. Furthermore,
digital electronics is being integrated which includes
basic logic gates, combination of these gates, counter
and the actual making of projects.
The MS-Windows 95 software will be used to facilitate
the learning process and to develop the knowledge and
skills in creating various features and characteristics in
word processing and the integration of graphics to it.
Likewise, the digital electronics is discussed and applied
to emphasize the significance between software and
hardware system.
Technology and Home Economics 4 - Basic
Programming & Computer Accounting
Bookkeeping/Accounting is a tool which can enable the
user to record, classify, summarize and interpret money
matters specifically in the field of business. In line with
the advancement of technology, it is best to equip the
students with the knowledge of bookkeeping with
application to computers using spreadsheet analysis of
MS-Excel Program. A basic knowledge in data
management will also be introduced using dBase III
Plus. The course will enable students to further
understand the other two areas of MS-Excel Programs
such as database management and business graphics.
FILIPINO OFFERINGS
FILIPINO 1 - 4
Filipino 1 - Wika, Ibong Adarna
Filipino 2 - Wika, Florante at Laura
Filipino 3 - Wika, Noli Me Tangere
Filipino 4 - Wika, El Filibusterismo
Sa kabuuan, ang kursong Filipino I-IV sa mataas na
paaralan, sa pamamagitan ng mga araling pangwika at
pampanitikan ay naglalayong mabisang malinang ang
mga kaalaman at kasanayang pangkomunikatibo ng
mga mag-aaral, at mahasa ang kanilang kakayahan sa
pagbasa, pakikinig, pagsasalita, at pagsusulat. Bilang
pag-alinsunod sa mga makabagong kalakarang
pangwika at sa bagong kurikulum sa Filipino
isinasaalang-alang din ang pagbibigay-diin sa mga
pagpapahalagang Pilipino tulad ng mga katangiang
moral at ispiritwal, sosyal, pulitikal, at iba pang aspekto
ng pamanang kulturang iniwan sa atin ng lumang
kabihasnan upang maiangkop ang
mga ito sa makabagong takbo ng buhay. Pinag-uukulan
din ng pansin ang paglinang sa kakayahan ng mga
mag-aaral sa pagbibigay-kuro, paggawa ng tala,
pakikipanayam, pagsulat ng mga liham, pagsunod sa
mga panuto, panimulang pag-aaral at pag-unawa sa
pagsasaling-wika at pananaliksik at iba pang
makatutulong sa paghubog ng diwa at kaisipang maka-
Filipino.
Inaasahang, sa pamamagitan ng paglinang ng mga
kaisipang napapaloob sa mga araling pang-wika at
pampanitikan, magkakaroon ng kaganapan ang
pangunahing layunin ng edukasyon para sa mga
kabataan, at matatamo ang isang uri ng mapaglaya,
demokratiko, at makabayang edukasyon tungo sa
matibay na sandigan para sa pambansang kaunlaran.
SOCIAL STUDIES OFFERINGS
Social Studies 1 - Philippine History and Government
Courses in Social Studies use English as the medium of
instruction.
In the first year level, the history of the Philippines, from
the ancient times to the present is studied.
The approach is integrated with other sciences and is
thematic in its contents.
Social Studies 2 - Asian History
Interesting and analytical discussion of the different
topics in Asian History is given emphasis. Topics include
history, civilization, government, religion, arts,
education, geography, wars and empires of Asian
countries.It considers new information and relevant
historical facts in the discussion of issues and current
events that have affected Asia in the past and recent
years.
Social Studies 3 – Economics
The basic principles and concepts of economics, and the
importance of the knowledge of economics to the
nation are taught. Related and interesting issues
affecting our nation and the world are analyzed.
Values regarding awareness about the state of our
environment and natural resources, socio-economic
problems, good housekeeping and the like are
integrated.
Social Studies 4 - World History
The course presents an updated account of world
history from ancient and medieval periods down to
contemporary times. It includes the early beginnings of
human civilization. Historical facts and concepts are
taught in thematic units rather than in the traditional
chronological approach.
RELIGION OFFERINGS
Religion I - IV
The Religion Program, as the core of the High School
Curriculum is committed to the formation of every
student into a mature human person through a deeper
understanding of God in his daily Christian life.
The course seeks to make students aware of God’s
purpose of salvation. It upholds man’s dignity as a
person created in the image and likeness of God.
The gift of faith man receives through the sacraments
of Baptism unites him with the Father through Jesus
Christ in the Holy Spirit. Man is sanctified by the Holy
Spirit to share in the mission of Christ as active
members of the Christian community, the church.
PEHM OFFERINGS
Physical Education, Health & Music I – IV
Physical Education (PE) I - IV covers activities that
would give an all around physical development of the
students through various games., individual & team
sports, dances, etc.
Health I deals with the physiological and biological
changes in this stage of their life and teaches them how
to cope with these and how to adjust to the changing
environment.
Health II deals about the different sicknesses, common
ailments and their prevention.
Health III gives emphasis not only on the physical
health but on the mental and emotional aspects of
one’s growth.
Health IV covers personality development including
the acquisition of knowledge about sex, population
education and community health.
Music I - IV
It deals with the various aspects of music education, the
development of the appreciation for music,
development of the love for Kundiman and othe
classical songs as well. It also involves training to
enhance student's talent in singing and vocalization and
note reading
Remedial Classes:
Remedial classes are offered by the department as part
of the academic assistance program of the Colegio to
students. This program aims to help failing students and
slow learners cope with the basic requirements of the
academic program. Remedial classes are held during
Saturdays and after regular class hours. Attendance of
students to this program is strictly on a voluntary basis.
MGC HIGHProposal to Establish the “Center for Excellence in
Curricular Engagement”
“Curricular engagement” refers to teaching, learning, and scholarship that engages faculty, students,and community members in mutually-beneficial and respectful collaboration and that is intentionallydesigned to address community-identified issues, generate (through the use of critical reflection)academic and civic learning as well as personal growth, facilitate collaborative knowledge generation,and enhance individual and collective capacity for learning, critical thinking, and scholarship and forleadership and citizenship.
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